Lesson Plan

Grade/Subject: Grade 5 Math Unit: Division

Lesson Duration: ____________________

OUTCOMES FROM LEARNING OBJECTIVES ASSESSMENTS

ALBERTA PROGRAM OF (Observations, Key Questions, Written
Assessments, Performance Assessments)
STUDIES
GLO: Develop number sense Students will identify the objects Formative Discussion: Whether
 SLO: Demonstrate, with and to be divided into sets, the number students have met objective will
without concrete materials, an of sets, and the number of objects be assessed through class
understanding of division (3- in each set. discussion based on success
digit by 1-digit) and interpret criteria:
remainders to solve problems - Identify objects to be/that are
divided into sets
- Identify the number of sets
- Identify the number of objects
in each set
Scrap paper exit card
LEARNING RESOURCES CONSULTED
Resource #1: Jump Math Teacher's Guide, 5-33

MATERIALS AND EQUPMENT

Jump Math Workbooks, pg 78
Notebook Slide for Sets
Scrap paper for exit slip – have on desk already
PROCEDURE
Introduction (min):
Advance Organizer/Agenda:
 Draw 12 apples on the whiteboard
 Write sentence frames and cover: _____ baskets, _____ apples in each basket
 ________ are being divided, _________ are sets
 Write: The noun immediately preceding (before) ‘each’ is the object, the noun
immediately following (after) ‘each’ is the SET

Attention Grabber & Assessment of Prior Knowledge:

 Discussion: Let's talk about sharing!
 What is sharing?
 And what does sharing have to do with math? With division? Why am I bringing up
sharing?

Expectations for Learning and Behaviour:

 Students are expected to participate and be attentive

Transition to Body
 Draw students’ attention to the apples on the whiteboard

1
 Body (min):
Learning Activity #1:
 Ask, if they were to share the apples equally between some baskets, how would they go
about doing so?
o 2 baskets – 6 apples
o 3 baskets – 4 apples
o 4 baskets – 3 apples
o 6 baskets – 2 apples
 Great! So, what are the objects that are being shared? Apples! (Write Objects: apples)
 If I tell you that a SET is the grouping or collection of objects being shared, what would
be the SET in this particular problem? (Write Sets: baskets)
 Provide a sentence frame: _____ baskets, _____ apples in each basket
o _______ are being divided, _________ are sets
 Trick: The noun immediately preceding (before) ‘each’ is the object, the noun
immediately following (after) ‘each’ is the SET
 Go through slides 1-3, step by step –we can just call them things or dots
o Students identify the objects to be divided into sets
o Students identify the number of sets
o Students identify the number of objects in each set
 Have students produce a sentence using a similar sentence frame to the one written on
the board
 Slide 7 – do a & b together – have students identify the sets
o Students complete (c) on the scrap paper
 Slide 10 – use circles to represent sets and dots to represent objects divided into sets
o do d) and e) together, students do f) on scrap paper

 Students will then work on pages 27 & 28 in Jump Math

Teacher Actions:
 Facilitates discussion and lesson (see above)

Sponge Activities:
 Catch up work

Assessments/Differentiation:
 Providing students with visuals will help differentiate the learning process
 Guided practice before independent work in the workbooks will set students up for
success
 Scrap paper exit slip is an informal way for students to demonstrate what they learned
through the minilesson and guided practice, before applying their knowledge further in
their workbooks, while also holding students accountable

Closure (5 min):
Consolidation/Assessment of Learning:
 Collect exit slips

2
Feedback from Students:
 Check for understanding

Feedback to Students:
 Thank you for your hard work and attention

Transition to Next Lesson:

 You will have a division review tomorrow
REFLECTION